Become a Geography Teacher

To be eligible for our Initial Teacher Training programme, you must have the right to study and work in the UK. If you require a visa to study or work in the UK, unfortunately, we cannot sponsor visas.

Qualifications achieved outside of the United Kingdom (including Ireland) will need to be verified via UK ENIC through a comparability statement. If you need an ENIC for your bachelor’s degree, you will need to have this before you apply. If you need help, our expert team can assist you with this. 

You'll need to apply for an equivalency GCSE.

We accept equivalency tests from: 

• A Star Equivalency www.astarequivalency.co.uk

• Equivalency Testing www.equivalencytesting.co.uk 
• Maths Made Easy www.mathsmadeeasy.co.uk 

 (This will be at your own cost). 

If you also have non-UK GCSE equivalent examinations, send all of your certificates together. 

(This will be at your own cost). 

No. Although these are Level 2 qualifications, as are GCSEs, they do not cover the same breadth of knowledge so cannot be accepted as equivalent to a GCSE.  

During the programme, you will complete placements at two local schools, a host school where you'll train for 30 weeks and a contrasting placement school where you'll train for 6 weeks to ensure you have experience teaching across the full age range in your chosen specialism. Our team will help you source and contact placement schools, so you're supported every step of the way. 

No – you only need QTS to be employed as a qualified teacher, which you achieve on successful completion of our course. A PGCE is an additional academic qualification awarded by a university which some providers offer alongside QTS. 

Fee-funded is through a student loan and as you will be classed as full-time student, this would be unsalaried. The apprenticeship route would allow you to be paid a wage and your employer would cover the cost of the programme through the Apprenticeship Levy Fund.  

Although not essential, prior school experience will strengthen your application and provide you with an invaluable insight into what teaching is really like and the role and responsibilities of a classroom teacher. 

Contact schools who know you or local schools asking who the appropriate contact is.  Be flexible.  Schools are busy places and so might not always offer you exactly what you requested.  Volunteering is a great option if your schedule permits. 

Schools may require a DBS check as a matter of policy and you will need this as a trainee teacher.  It would be wise to obtain this as soon as possible as they can take weeks to complete. 

No, we are only offering the postgraduate fee-funded and employment based (apprenticeship) route.  

There is no ‘best route’ into teaching. The question is which is the best route into teaching for you? This may depend on your own personal situation. 

We’re looking for people who want to become outstanding teachers; people who genuinely enjoy working with children and young people; people who are passionate about education and who are relentless in their drive to ensure positive outcomes for children. 

Further essential qualities are outstanding organisation and communication skills, resilience, a proactive reflective approach and good interpersonal skills. You should also have determination and energy, high standards of English, maths and excellent subject knowledge. 

You will benefit from bespoke weekly core training days with your fellow trainees, additional tailored subject-specific training days, a school-based mentor and a personal Best Practice Network tutor, as well as support from a knowledgeable and accessible programme team including a placement coordinator who will arrange your second placement in a contrasting school environment.  

There are several pathways for you to consider.

Primary

You will be able to specialise in the key stage 1 and 2 provision (3-7 or 5-11) including SEN provision.

The 3-7 route encompass early years specialism and your placements will take place in early years and key stage 1. The 5-11 route specialises in the curriculum across the entire primary phase meaning your placements will take place in key stage 1 and key stage 2 classes. Both routes lead to QTS meaning you will be qualified to teach across the primary phase regardless of which route you take. 

Secondary

You will be able to specialise in the key stage 3 and 4 provision (11-16 or 14-19).

You will select your subject specialism (English, maths, chemistry, physics, biology, computing, geography, French or Spanish). Trainees must have taught classes to pupils in two schools prior to the award of QTS. The duration of the ‘second school’ placement is dependent on your ITT route. All routes lead to QTS meaning you will be qualified to teach across the secondary phase regardless of which route you take or subject specialism.

Yes, you would be eligible for QTS. We would recommend you consider the apprenticeship route if your current workplace setting offers Key stage 1 +

Any offer we make will be conditional on health checks, disclosure and barring check (DBS) and completing mandatory safeguarding online course.  

The selection process will check your competence in spoken and written English. 

If you have a master's without a degree, you will have to demonstrate the breadth and time of the academic engagement that would be expected to meet 1st degree study and would not be less than 3 years.  

We do not offer this as a course. 

The amount of teaching builds up over the year. For example in the first module they would start by team teaching and working with groups or in more of a supportive role like a Teaching Assistant.  

We will look at this on a case-by-case basis. We recognise that there are circumstances where a trainee undertakes ITT to take up a particular teaching role in a specific school and that this is sometimes a role in a special school. Accredited ITT providers and their lead partners should use their expertise and judgement to decide whether a primary or secondary ITT course would be most appropriate for the context in which the trainee will be working as an ECT. For example, we accept that there may be circumstances where primary ITT is more appropriate for a trainee who is preparing for a particular role in a secondary special school. Consideration should also be given to the trainee’s long term career ambitions in the teaching profession.

No, as you have already achieved QTS.